WorksheetsTN TEAM Educator Rubric Quiz — PS, T, and Q
Total questions: 30
Worksheet time: 15mins
Problem Solving: Which classroom task best demonstrates strong alignment to the Problem Solving indicator?
Students practice a modeled strategy on similar problems
Students solve a real-world problem using a strategy of their choice
Students copy notes on problem-solving steps
Students answer recall-based questions
Problem Solving: A Proficient rating for Problem Solving would most likely include:
Tasks with one correct answer and one approach
Non-routine problems requiring strategic thinking
Teacher-led demonstrations only
Emphasis on speed and accuracy
Problem Solving: Which student behavior best reflects effective problem solving?
Completing work quickly
Asking the teacher for answers
Persisting and revising strategies
Avoiding challenging tasks
Problem Solving: What teacher move best supports student problem solving?
Providing the correct strategy immediately
Asking students to explain their reasoning
Limiting time for discussion
Reducing task complexity
Problem Solving: Which task would be rated lowest for Problem Solving?
Open-ended performance task
Real-world application problem
Drill-and-practice worksheet
Multi-step reasoning task
Problem Solving: In an Above Expectations classroom, students are most likely to:
Use only the teacher’s strategy
Compare multiple solution paths
Work independently at all times
Avoid mistakes
Problem Solving: How should errors be treated during problem solving?
Corrected immediately
Ignored
Used to promote discussion and understanding
Penalized
Problem Solving: Which assessment best measures problem solving?
Timed multiple-choice quiz
Vocabulary test
Novel task requiring justification
Memorization check
Problem Solving: Which teacher question most supports problem solving?
“What is the correct answer?”
“What strategy did you choose and why?”
“Did anyone finish yet?”
“Who remembers the steps?”
Problem Solving: The primary goal of the Problem Solving indicator is for students to:
Memorize procedures
Avoid errors
Think strategically and persist through challenges
Complete tasks quickly
Which activity best supports higher-order thinking?
Recalling facts
Explaining reasoning and drawing conclusions
Copying notes
Matching terms to definitions
Students demonstrating strong thinking skills are most likely to:
Provide short, factual answers
Analyze, synthesize, and evaluate information
Repeat teacher explanations
Avoid open-ended questions
Which teacher action best promotes student thinking?
Providing answers quickly
Encouraging justification and reasoning
Limiting student talk
Focusing only on correct answers
A lesson rated Proficient for Thinking would include:
Tasks focused on recall
Opportunities for analysis and reasoning
Teacher-dominated discussion
One correct response
Which task reflects Above Expectations for Thinking?
Memorizing formulas
Evaluating multiple perspectives
Completing guided notes
Practicing basic skills
Which student response best demonstrates higher-level thinking?
“The answer is 12.”
“I used this strategy because…”
“I remember this from yesterday.”
“The teacher told us.”
What is the teacher’s role in developing student thinking?
Minimize confusion
Challenge students cognitively
Provide step-by-step instructions only
Limit complexity
Which assessment best measures student thinking?
Fill-in-the-blank quiz
Multiple-choice recall test
Performance task requiring reasoning
Flashcard check
A classroom with limited thinking opportunities would most likely feature:
Student explanations
Open-ended discussion
Teacher-dominated talk
Analysis of ideas
The Thinking indicator emphasizes:
Speed and accuracy
Compliance
Depth of understanding and reasoning
Memorization
Which question best promotes higher-order thinking?
“What is the definition?”
“Why do you think this strategy works?”
“Who remembers the answer?”
“Is this correct?”
A Proficient level of Questioning includes:
Mostly yes/no questions
Open-ended questions that prompt discussion
Questions answered only by volunteers
Questions focused on recall
Which teacher practice best aligns with effective questioning?
Calling on the same students
Providing wait time
Answering questions for students
Asking only factual questions
Students in an Above Expectations classroom are most likely to:
Respond in one-word answers
Ask questions of each other
Remain silent
Repeat teacher responses
Which question would be least effective?
“How did you arrive at that conclusion?”
“What evidence supports your answer?”
“What is the correct answer?”
“Can this be solved another way?”
Why is wait time important?
It reduces lesson time
It improves classroom control
It allows deeper thinking and responses
It limits discussion
Which questioning strategy best promotes student ownership?
Rapid-fire questioning
Student-generated questions
Teacher-only questioning
Choral responses
Effective questioning should primarily:
Check compliance
Lead students to one answer
Stimulate thinking and discussion
Save instructional time
Which evidence best supports a strong Questioning rating?
Teacher answers most questions
Students justify and expand responses
Questions focus on recall
Students respond chorally
The Questioning indicator emphasizes:
Quantity of questions
Speed of responses
Quality, rigor, and student engagement
Teacher talk
